The Maintenance of Whiteness in Urban Education: Explorations of Rhetoric and Reality

Autor/inn/en	Miller, Erin; Starker-Glass, Tehia
Titel	The Maintenance of Whiteness in Urban Education: Explorations of Rhetoric and Reality
Quelle	In: New Educator, 14 (2018) 2, S.129-152 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2018.1426324
Schlagwörter	Urban Education; White Students; Preservice Teachers; Teacher Education Programs; Racial Identification; Sampling; Qualitative Research; Preservice Teacher Education; Grounded Theory; Black Dialects; African American Students; Racial Attitudes; Elementary Education; Student Experience; Student Diversity; Teacher Effectiveness; Racial Discrimination; Critical Theory; Race; Personal Narratives + Suchen Sie Ihr Suchwort? Stadtteilbezogenes Lernen; Qualitative Forschung; Lehramtsstudiengang; Lehrerausbildung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rassenfrage; Elementarunterricht; Studienerfahrung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Racial bias; Rassismus; Kritische Theorie; Rasse; Abstammung; Erlebniserzählung
Abstract	Told from the perspective of two early career professors teaching courses in elementary education diversity, this study uses purposive sampling and qualitative methodologies to examine how white students with impervious dispositions that would likely not qualify them to work with diverse children at this point in their lives present us with opportunities to better understand the deeply rooted and complicated nature of whiteness in teacher education candidates and teacher education programs. We found that among white students who seemed challenged most by course content in our classes, a recurring narrative was that many seemed to think they were being indoctrinated into anti-American values. Through interrogation of their own experiences in school, some found their personal experiences with discrimination made them less open to accepting the legitimacy of the lives of marginalized peoples. In some ways, they felt the values they were taught from their families and communities were being threatened by an overt attention to diversity in the class. Our aim is to disrupt the notion of the single caricature of an angry, resistant white student and search, rather, within the roots of white identifications and learn what our deeper understandings reveal in terms of our ability to more effectively teach courses such as these. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01